War not only destroys cities and villages, but breaks up the familiar world of children, forcing them to look for a new home in foreign countries. School classes change to foreign-language classrooms, friends remain on the other side of the border, and Ukrainian textbooks give way to incomprehensible textbooks of a new country. But even in such conditions, education does not stop. She transforms, adapts, changes her rules, and the children themselves change along with her. Some experience a shock, others open up new opportunities. Let’s find out how Ukrainian schoolchildren adapt to the educational process in forced emigration.
New experience and expansion of worldview
Studying abroad gives Ukrainian children a unique opportunity to immerse themselves in other cultures and see how diverse the world is. They learn that reality is much wider than it seemed before. Living in another country teaches tolerance and respect for other traditions, helping children to become more open and flexible. One of the biggest advantages is the opportunity to learn a new language in its natural environment. This is not only a practical skill for the future, but also a way to develop communication skills. And as you already know, knowing several languages can be a powerful incentive for further education and career.
In many foreign schools, innovative teaching methods are used, focusing on practical application of knowledge, development of critical thinking and teamwork. It helps children develop skills that are extremely important in today’s world. Thus, studying abroad not only provides knowledge, but also opens up new perspectives for future education and career.
Challenges for Ukrainian schoolchildren abroad
But moving to another country is not only new opportunities, but also a lot of stress. For children who are used to their school and friends, suddenly finding themselves in a classroom where everyone speaks an incomprehensible language becomes a real test. In the forced conditions, when Ukrainian families leave the country because of the war, education becomes one of the biggest problems for children.
For data According to the analytical report presented by Dmytro Lubinets, the VRU Commissioner for Human Rights, there are 1.5 million Ukrainian students abroad. According to the Office of the United Nations High Commissioner for Refugees, as of October 2024, there are Ukrainian schoolchildren abroad:
- in Ireland — 97%;
- in Romania – 83%;
- in France — 69%;
- in Germany and Austria — 63% each;
- in Moldova – 8%;
- in Croatia — 16%
- In Great Britain — 17%.
According to the latter data of the European Commission, from February 24, 2022 to July 16, 2024, 856,747 students from Ukraine were integrated into the school systems of the countries of the European Union. But actual numbers may vary. After all, there are also students who study remotely from abroad only in a Ukrainian school and have not been integrated into the school system of EU countries, so they are not included in these statistics, since they do not have the obligation to attend a school in the host country.
As a rule, integration is carried out according to two approaches:
- newly arrived students begin their studies in separate classes where they master the language;
- schoolchildren immediately enter local classes.
The first approach, although it seems more comfortable at first glance, often does not give the desired results. Children, being in isolation, unite with other emigrants, often without learning the language of the host country. In such an environment, they also risk becoming victims of bullying. Therefore, in many European countries, the second approach is preferred, when students are integrated immediately into local classes, although this requires serious teacher training and individual support.
The first thing that turns out to be the biggest challenge for most children is the language barrier. 40% of the interviewed parents noted that their children cannot fully participate in the educational process due to the lack of knowledge of the local language. This not only makes learning difficult, but also creates a feeling of isolation and discomfort among classmates. The most language difficulties are experienced by children who have entered schools in Spain (58%) and Germany (51%), where a new language is a significant obstacle. Although the problem is not so widespread in English-speaking countries, even there the language barrier can become a serious obstacle to a full-fledged education.
Children have to learn a new language in a short time, and often they face difficulties, even in the lessons of basic subjects. For example, try to understand what «addition» is in another language when you don’t even know how the word sounds. This can be a big obstacle to understanding the lessons. But teachers don’t always have the resources or time to help such students adapt.
Countries such as Iceland and Sweden do not even have a clear national policy to support children who do not speak the language. However, some countries, such as Italy, France, Turkey and the Baltic countries, offer language intensives, but this often leads to an additional load when students go to additional classes after the main lessons, which sometimes becomes a real challenge. Germany and France have strict curricula, Austria has special integration classes, and Poland and the Czech Republic have many initiatives to support Ukrainian students. However, there is a common feature: each system works according to its own rules. Some immediately immerse themselves in local education, others remain at a distance from Ukrainian schools, others try to combine both models. It’s like a marathon with obstacles, where not everyone finishes unscathed.
In addition, Ukrainian children are often bullied because of their accent or origin. Sometimes this even leads to serious conflicts, because not all local schoolchildren are ready to accept new classmates. 13% of respondents reported harassment on the basis of nationality. For many children, especially in European countries, where their nationality can cause hostility, this is a serious emotional problem. When faced with bullying, children often feel alienated, and this can negatively affect their adjustment.
Two worlds and double the load
Leaving their native country, Ukrainian schoolchildren are not only forced to adapt to the new reality, but also to continue their studies according to Ukrainian standards. For many, this means double education: during the day they study subjects abroad, and in the evening they sit down again to study Ukrainian textbooks. Combining attendance at a local and Ukrainian school is a difficulty faced by 29% of respondents. Parents try to keep their children connected with Ukrainian education, but this leads to a double burden. On the one hand, children must master the local program, and on the other hand, they must complete tasks for Ukrainian schools. This balance between the two education systems often leads to overwork and stress in children.
The Ministry of Education of Ukraine is trying to help in this situation by offering distance learning, but the organization of such classes often leaves much to be desired. Parents are forced to find tutors or help their children on their own, which negatively affects their budget and adds stress to their already difficult lives. Therefore, an equally serious problem is the need for additional classes and tutors (25%). This is especially true for children who have difficulties due to a language barrier or differences in curriculum. But it is not always easy to find qualified tutors in individual countries, and it also imposes an additional financial burden on families.
And financial difficulties also arise when trying to pay for additional activities, excursions and other activities that are important for the socialization of children abroad (17%). And in general, in the conditions of a difficult economic situation, even paying for education can become a significant obstacle for families with low income (6%).
Some families also face difficulties in finding a school where their child can study abroad (13%). And although this is not the most common problem, it is a serious challenge for many parents, especially in countries with a high level of migration or where the education system is overloaded.
Do not forget about the complexity of the local education system, which 9% of children face. Programs, requirements for students and teaching methods may differ significantly from what Ukrainian schoolchildren are used to. And if for some children it becomes just a new experience, others need a longer time to adapt. In addition, for some students, the level of workload in local schools is too high, which becomes another source of stress (3%).
Socialization: integration or isolation?
The psychological aspect of emigration affects no less than the educational one. In tolerant and multicultural countries, such as Canada or Great Britain, it is easier for children to find a common language with local peers. In more homogeneous societies, such as Japan or South Korea, adaptation is more difficult. Children may face social isolation, and sometimes hostility. Everything depends on the openness of the school environment and the mentality of the country.
A number of serious problems faced by Ukrainian children studying in Saturday and Sunday schools abroad were also pointed out by a recent research, conducted by the International Institute of Education, Culture and Relations with the Diaspora (MIOK) at the Lviv Polytechnic National University. The war, the emotional scars it left on Ukrainian children, became another heavy burden for families who were forced to seek refuge abroad. Children who have survived sitting in basements, being frightened by explosions and echoing sirens, now cannot survive even ordinary cheerful tunes that can cause them to have anxiety attacks. This is not just a problem of adaptation to a foreign environment, but a deep psychological trauma.
Schools, which are meant to support schoolchildren, cannot cope with a difficult situation, because there is a banal lack of qualified psychologists capable of working with such difficult cases. And this, unfortunately, is one of those problems that will not disappear by itself. Director of MIOC Iryna Klyuchkovska emphasizes that without the support of the psychological services of the host country, we can not only lose the opportunity to provide children with a normal process of adaptation, but also leave them without the necessary support at the most critical moments. Volunteers without pay and without teaching experience often work in these institutions, and training often turns into regular circles for people of different ages and with different levels of language proficiency. And this, of course, creates additional difficulties for teachers who have to work with such a heterogeneous environment. However, Ukraine can and should help these schools by providing adapted informational materials for different age groups and language levels. This will facilitate the work of teachers, allow them to interact more effectively with children and adults, and also ensure the appropriate level of education for each student.
Also, a serious problem of interaction between Ukrainian-speaking and Russian-speaking children arose in all schools, which certainly complicates the process of learning and adaptation. For example, in educational hubs or so-called «Slavic schools», which actually have nothing to do with Ukrainian education, they try to attract children by replacing historical and cultural values. The director of MIOK emphasized the importance of verifying school programs, especially in newly established educational institutions, in order to protect children from the influence of such manipulations. She noted that in the past there were cases when the topics of national liberation movements and the Holodomor issue were removed from the curriculum, which is a part of Ukrainian history that cannot be forgotten or distorted.
Despite all the difficulties, there are success stories. For example, the first Ukrainian school was created in Poland, which received an international award for supporting refugee children. In Austria, special integration classes help to adapt faster, and in the Czech Republic, studies have shown that Ukrainian students demonstrate high social stability.
Therefore, Ukrainian children abroad face many problems in the field of education. However, understanding them and providing appropriate support from the state, the international community, and parents can help ease the process of adaptation and provide children with the opportunity for full development in conditions of forced migration. Some of them will return home, and some will stay. But all of them are already becoming the generation that will be able to build bridges between Ukraine and the world.
